Brigham Young College Bulletin, December 1911

Vol. X. DECEMBER 1911
ISSUED QUARTERI.Y
BRIGHAM YOUNG COLLEGE
BULLETIN
EDITED BY THE
ALUMNI ASSOCIATION
No. 3 I
Alumni Number
OF THE
BRIGHAM YOUNG COLLEGE
BULLETIN
P UDL JSBB D BY
Brigham Young College
DECEMBER
1911
Organization
'l'he Alu mni As sociation was organized in 1\lay. 1893,
All those who bold di plomas or ce rtificates of g r aduat ion
f rom any of the courses of the college, and those holding
special certificates for wor k completed in the College prior
to 1890. are eligi ble to member s hi p.
The object of t he Associ? tion is to p romot e in e\·ery
proper way the in teres t s of the Coll ege, and to perpetu at e
among the graduates a fe eling of r egard for one another
and of attachment to th e Alma Ma ter.
President
Vice-President
OFFICERS FOR 19 1 1
. . . D. C. J ense n, '02
. . Edith Hill, '10
Se c r~ta r y and Treasurer . . . . ..... .. . . E. J. Norton, '0''
Assi•tant Secretary and Treasurer .John 0. P ete rson, '0" ! .. .. . .. .. ....... J ohn S. Welch. 'O'J
li- d tung Staff { . . . . . . . . . . . . . . . Lavi nia Maugha n. '07
. . . . .• .. . .. . . Wilford ~roses, '06
. lember of Athletic Board . .... . .. W. L. Allred, 'll''
Foreword
The vigorous VV est i~ showing- its vi1·ility in such a
va ri ety of ways th at to old.,. communities it p1· ·s •nts a
moving pi ture of acco mpli shments little short of the mi­raculou
s. But in no direc tion is its pot •nt force •xhiUi t-'
in:,r it stir with lllOI'C commcJHlabil' %e:ll th an in th ' li n \ of
its up-t o-date educa ti onal deve lopm ent. Parti ul arly i~
this tru l: of Utah . whic h has now at t:tincd th · cnvinb lc dis­tin
ction of being one of three s ta tes in th ·Union which has
placed teachin g on a pt·ofessional bas is by ,·equiring a col­lege
educa tion as a preparation fo1· cntran c upon th _. du­ties
of a teacher. With in a f w years, whe n hi g-h sc ho 1
gTac~ uat c s w ho now hold ce rtifi ca t _.s shall hav ci th _.r
pa~sed out of the p1·ofession ot· received coli )I! t1·n inin ,.r,
it will be the 1>roud boast o f Utah th a t a ll he r teac he r s ar •
co llege bred m nand women, with scholasti c<lll:tl i fi ca ti ns
~ urpa sse d by none in America or H;urop .
In r esponse to the advanced position assum ed by our
state. th churc h a uthoriti es have c h ·e rfully se t al>out
c hang-ing our Alma Mate1· f1·om a hig-h sc hoo l to a stand­ard
Normal chool, thus g iving it two year s of work f
college g rad e. This is a source of muc h joy and s atisfac.
lion to eve ry alumnus o f th e dear old B. Y. ., and th ·
committee 'LJ>pointed to edit thi s numbe r of the o ll c~re
Bulle tin, th e ,·efo,·e. fe e l justified in ma king this the i>rin ci ­pal
th eme of th e alumni number .
The fi1· s t article which follows was ,:riven by A tt'y A. 1~.
Bowen, a form er President of our association, al a recep­tion
cele brating the opening of the Normal c hool at th •
College last Se ptembe l'. The second arti cle, writt n by
the present head of our associ ation, was i>ul>li s h ·cl in the
October numbe1· of the "C,·im son" of this year.
·w e also take pleas u,·e in publ is hing- t he nam es and
add ,·esses of las t yea,·'s g-raduates of the ollegc, whom
we most hea rtily wel come as fe llow me m bcrs of the Alum­n
i Association.
Our Alma Mater
Bv ATTORNC:Y A. E. Bowc:N. '02.
Ju s t thirt y·three yea rs ago this month the Brig·ham
Young College was fi rst opened to students. An ou tl ine
of the wo1·k th e n offered would doubtless make the pres­ent
day Eighth g rade graduate smile at the suggestion
that that was the work of a college. But it must be ~~e ­membered
that the Brig ham Young Coll ege th e n repr e­se
nte d the high es t educa tional ideal that the community
knew. It s tood, elementary as its work was. for some­thing
above and beyond wha t was to l e found in the ele­mentary
schools. It invited young people here to a train­ing
a little be tt e r th a n was elsewhere ava ilable. It in­spired
them to further ac hi e \•ement.
What was true in th e beginning continu e d to be true
as time advanced. Year by yea r as condition s generally
improved and our elementary schools advanced so th a t
they could do much of the work at first done by the col­lege,
th e college in its turn grew. e liminating what the
grades could do. and kee ping ever a little ahead and in vit­ing
always a little furth e r.
The happy part about it is that as it raised its stand­ard
both as to entrance and graduation req uirements, the
d emands for its advanced work in c rras ed. \Vh e n the
high school was placed upon a four year basis the number
seeking tbat much training was g reater in the ratio of 8 to
l than the number originally demanding o ne year of ele­mentary
training.
Now suppose th e r e had been no Brigham Young Col­lege.
Would there ha\'e been that same advance in desire
for improveme nt? Clearly not. Improvement is like
every thing else; the desire for it bas to be in spired be fore
it can take place, and it tal<es opportunity to suggest pos­sibility
and beget desire. No one can have a desire for
that which his mind has not conceived and the presence of
that which leads to and suggests worthy concept ions, be­gets
no Die desires, and th ese in turn find t!xp r ession in e.x­alted
achi eve ment.
Thus it is that tbe met·e pt·esence of an educational
institution in a community bas a wholesome effect upon
the lives and aspirations of tbe people of that community.
We doubtless have many men of eminence to-day who
were started upon their career by the presence of the
Brigham Young College stimulating within them noble
imp ul es. Take away the elevating and insptring influ­ences
from a community and that comm unity dcgener­a
tP . Bring back the inspira tion, let it be represe nt ed by
a tangtble opportu n ity, and you will surely find people
struggling to attain.
Blessed is that community which has in its midst in­fluences
whic h impregnate its atmosphe14e with the germ co;
of noble impulse which its youth must breathe. The
Brigham Young College has pt·oduced this t·esult. It has
surcharged the atmosphet·e with in centive to better living
and more worthy aebi evement. Young men lifty and one
hundred miles away have felt its inspiration and have
been drawn to it," and they in turn have blessed others.
J<~very ma n who has es tablished his home and Jived within
the sphere of its influence ha been blessed by it whethet·
he has e \•er crossed its tht·esholcl ot· not, because it h's
raised the tone of the communal life about him. and ha~
made his home a better place to dwell.
The whole business of a school is to make men-ide.d
men, and men make communitie!) and !'o,tatc s and nation~.
Perhaps the most important thing a school doe> for the
individual is to put h1m into possession of his own powt!n;,
t o introduce him to him,elf. God gives u' our talents,
but it is left to us t o put them out to usury and increa'c
them. Young people are usually not conscious of their
own powers; th ey do not know their own possibilitic"'i·
The school which does its duty by it• student>, discmer'
to them the dignity of their own being. and day by day
pu t& the m into con ciousness of their own strength. It
7
extends their horizon, gives them bigger vision. and teach­es
them to see the real wod.;: of the world and th eir own
relationship to that work. i\1any a man of eminence has
s tudied long and patiently be fore he has finally discove red
in himself the talent tha t has made him fa mous and us e­ful.
A big, generous training. such as a good school of­fers,
affo rd s the bes t devis ed means of putting one into
the full possession of his powe t·s. .
The school that has bee n the means of developing the
great man, of giving the awakening impulse to a great
life, has justified its own existence. for the life of one great
man is worth more in the world than the cattle on the
thousand bills. The history of th e e poch making pet·iods
in the world's ad\·ancement is th e story of the lives of men
who have dominated those epochs . The King of Fran ce
once said to his ministe r. ''Shall we intedere in the
troubled affairs of England?" "No, sire,'' was th e reply,
'\ve will not int e rfe re in England , for a great man is there
arisen." So, too, it might be said that the periods in the
li\•es of nations that have been shameful and disastrous ,
have been those periods c haracte rized by a poverty of
strong me n. During the middle years of the eig hteenth
century England suffered hu;,iliation and di saste r at
horne and abroad. Then arose William Pitt . the great
Commone r, who led his nation to victory. His name b e ~
ca me a name to conjure with. Its very mention struck
dismay into th e hearts of England's enemies. During the
progress of his triumphs a co ntin ental contemporary e x­claimed:
"England has at length brought forth a man!''
What would be the history of Europe during the early
years of the Nineteenth century if you were to blot out
the life of Napoleon? How could th e re have been a refor­mation
without a Luther? What would have become of
the Re\·olution without our own Washington? If you want
to know bow completely a great life can dominate the
world, change the current of its history , and make all
anew, study deeply the life of the Christ.
None should realize more fully, and none should be
more free to grant the power of the school as a sponsor
s
for real manhood. than those who ha\'e had the ad\'anta­ges
of school trainin g. If they would pay the debt of l!'rat­itude
they owe to the school that has shown them oppor­tunity
and inspired them to rise to their privileges, they
will carry that inspiration to others; they will support the
thing that has given them life; they will seek to perpetu­ate
its existence for the blessing of others. Nations rear
up citizens and in tum demand of them loyal support for
their own perpetuation. ''England," cried Lord Nelson
before the memorable battle of Trafalga, ''expects e\'e,·y
man to do his duty." As alumni. students, and patron-;
of the B1·igham Young ColJege, we owe our institution an
everlasti ng- obligation and she expects every one of us to
do his duty. Our institution has passed th1·ougb many
vicissitudes. 'l"o-day she has tal\en on a new lease of life,
to-day she is begin ning with a new zeal and with augment­ed
possibilities the great work of preparing teachers
whose life's mission it shall be to direct the training of the
youth of our s tate and of some of our sister stat<s, and to
furnish the commonwealth, for weal 01· for woe, with the
type of manhood that is to control its destinies. There is
no more noble and no more mighty calling than that of a
teacher. Jesus hallowed it by coming here and being
him>elf a teacher. P erhaps no otb e•- cia s of people ha,•e
it so much within their power to make or mar this nation
as do those who as teachers mould its citizens hip. And it
is to prepare those on whom tbia mighty trust is to be re­posed
that our institution now sets out-tru ly a s tup en­dous
task-a task in which she will often. indeed. con­'
tantly need our aid. She has a right to expect that her
alum ni will create and foster in the comm unities where
they go, a hig-her appreciation for life and a desire for its
best fruits. She bas a right to expect us to give her our
support. to contribute to her ~rowth, to influence men of
wealth to build and equip her building ·, to contribute to
her material needs. We are now more than fi"e hundred
'trong. Let us take a firm resolve that as Gocil!'i"es
JS life and strength we will dedicate a portion of it to the
~au be of our Alma :\later.
Brigham Young College Standard
Normal School
Bv P ROF. D. C. J ENSEN. '02.
A Standard Norma l School! What does that mea n?
He re is the way in whi ch the Conference of Inte rstate
Certifi ca tion of T eache r s of the Northwes t ern and West ­ern
states defin e s it: "By a s tandard norm al school is
meant '3 ~chool meeting the following requirements:
I. For e ntrance, four years' work above the eighth
g rade in an accredited secondary school.
II. For graduation th eref rom. two years' addition al
work, including a thoroug h rev iew of the common
branches and training in a practi ce school.
III. 'l"'he maintenance of a well eq uipped training
school for observat ion and pract ice, s uc h school to cover
work in the eieht elementary g rades.
IV. The total attendance in the secondary school
and in the normal school s hall be 216 wee ks above the
eighth g rade; provided, that a ny normal sc hool may ac­cept
satisfac tory credits covering twe nty weeks' worl<
above the eighth grade.
Concerning the matter of interstate certification of
teac he r s , the Utah State Boa rd of Education bas made the
following ruling: "The State Board of Education will ac­cept
c r edits, ce rtificates and diplomas recognized by the
State Boards of Education of other states where the
standard is equal to that of Utah. as agreed upon by the
Confer ence of Inte rstate Certification and as indicat ed by
the National Bureau of Ed ucation.
In add ition to the foregoing, it s hould be not ed th at
10
the state law now requires that applica nt ~ for the state
exami nation for teachers must have had four years of
high school work, and in addition must have had co ll eg~::
courses in psychology and education. while heretofore
district school g raduates might e nt e r the exa mination.
That, howeve r, does not indicate all th a t it meons to
the Brigham You ng College. It mean the de,•elopment
and maintenance of higher id eals and nobler aspirations.
It mea n s new li fe and vigor after two years of depress ion.
It means r enewed hopes to students and faculty, and to
all f ri ends of the institution.
Already the very atmosphere about the college
campus gives unmistakable evide nce of an exhil arati ng,
reju \•enating effec t. '"'rhe clouds of night's darkness are
fleeing away,'' and th e change give f3 ir promise of an
e ndl ess day for the college. And day means progress
and progress means happin es~.
It means that the college now has a distinctive fi eld in
which to operate and to ma ke itself indispensable.
I-Ie retofore we have been somewhat at sea a· to wh e re
our best effo rts should be concentrated. While the col­lege
will continue to offer excellent high ·c hool courses in
bu siness and commerce, domes tic arts and science,
mechanic arts and preparatory engineering and general
high school work, its distin c tive fii e ld he reafte r will
be the preparation of teachers. Our· normal graduates
ha\•e alway been in great demand. H eretofore they have
completed a course in four years; hereafte r all the strictly
nonnal or professional work will be of college grade, .. nd
will be open only to those who have completed four years
of high school work. With two years of professional
training added to a four-year high school course. our
gradua tes will find a hearty welcome in the public school>
of a ny and all of our \Veqern >tales.
While we do no t desire to empha,ize the !>alary side
of teaching, for "man !>hall not live by bread alone.'' and
the teacher's profes,ion is highe r than that of money
making, there are even rn that line far brighter prospect'
now than formerly for the teac he r who prepares himself
11
thorollghly for his work. State St~ per int e nd e nt Nelson has
recommended to s~hool boards th a t a differe nce of twenty
dollar-.; a month be mad e in favo r of begin nin g teac hers
who have completed a standard no rmal course as agai ns t
those who han! me r el y g·one far enough to pass the state
examinatio n. T'h1s will tend to raise t he standard.
It mean s , th e r e for e, th a t we sh<lll be in a position to
aid ve r y mate riall y t he placing of teaching on a profes­sional
basis within our di s tri c t, whe reas it has been fa 1·
from occupying such a positi on in the past. 'I ' he twe nty
d ollars pe t· month ad ditional sala r y fo1· s tandard normal
g radu a tes is e ncouraging , but the greatest compensation
fo r a good preparation will lie in the joy one finds in labor
well done. Be tt e r pt·eparation mea n ' mor t: confid ence.
g r eater a bility. kee ne r appreciati on of th e nobil ity of the
profession, r a tional insight into the a im , me thod and con­tent
of edu cation , and e ndless joy in the knowlt:: d~e th a t
if successful in traini ng the young, the teache r has bPeu
a success in the nobl es t work God has given ma n to do.
The wor ld wants more teache r s, good teacher!'>,
teac he r s who have had a thorough preparation for the
work, and th es e we shall be in a position to supply. 'l'hat
is, we s hall be able to s uppl y a few, not as many as will
be d emand ed; for our graduati ng c lass each yea r wo11ld
have to number ove r a hundred, so great i the demand .
Bt!t as the work of th e teacher assumes more and mo1·e
t he dignity of a profession, it will appeal rn o r e and more
to you ng people of high ideals who feel that th eir lives
must not detract from, but must add to, the glo r y of God
and th e welfare of mankind.
It mea ns hi g he r ideals, fot- teachers ·mus t feel that
while it is permissible to seek fo r office, to make money.
to win popularity or to gain reputation, these are not ulti­mate
aim s in life, but must eve r be cons id e r ed of less im·
portance th a n the building of c ha r ac t e r and the d e velop­ment
of . lofty ideals in the mind s of th e ir pupils. The
teacher who would make money or po~ition the ultimate
end , for the sake of which he would neglect the good o f
his stud ents, identifies himself with the typical modern
12
idolator and thereby disqualifies himself as a teacher, for
"a is the teacher, so is the school." Pupils unconscious­ly
grow like th ei r tutors, they of necessity must absorb
their ideas and ideals and make them part of their li,·es,
and we are already too sorely afflicted with the worship of
gold to permit the idolator to fasten his curse upon the
coming age.
'l'he teacher whose after·scbool cog-itations run along
the lines ot wishing for a more lu c rati,·e position, a finer
house, a bigger bank account, a more exalted social sta­tion,
should fast be giving way to him whose desire is for
more righteousness of purpo e. more kindliness of spirit.
more genuine love for humanity and especially fur the
students unde r his care. After these latter things does
the genuine teacher truly hunger and thirst. ro one can
be a tru e teache r and Io,·e only his miserable little selt.
He must, in e,·ery fiber of his being, love God and his
fellow-men if be would point the young mind in the direc­tion
of future progress of the race. For "if the individual
is complete in himself; with no God above who cares. no
Christ who would be grieved, no spi1·it of love to re­proach,
no rights of universal brotherhood and sisterhood
to be sensitively respected and chivalrously maintained,' '
then indeed bas he failed to spell the secret of man's pro­gress
since the Master pointed the way of life.
But to revert to our o1·iginal question, what does this
concession to the college mean? · In addition to the points
already noted, it means a renewed declaration of allegiance
of all former students to their Alma Mater. For a time
after the college work was removed, many of the Alumni
members especially were unable to conceal their disap­pointment
and utter disapproval of the step taken. It
seemed wholly reactionary and retrogressive. Some felt.
however, that the college was merely in a state of transi­tion
and that its proper sphere of activity and usefulness
would develop as a matter of course, that its future growth
and progress were by no means doubtful. This conces­sion
on the part of the Church authorities opens up visions
of future possibilities of progress so great and, withal, so
13
promisint.:", that all former s tudents and teache r!) a r c glad
not only to renew th ei r allegiance to the College. but to
lend their ~ upport, both moral and financial, to the insti­tution
's growth and d evelopment. 'The sentim ent of the
people as a whole seems to have unde rgone a compl et e
change. 'l'wo years ago when studen t s and faculty went
out to bid for students and talk up the college it was like
"batting" one's head against a s tone wall. 'l 'o·day the
whole attitude has c hang-ed. People who refused to li sten
then, now anxiously inquire. Those who "knocked " and
complained th en, now ·~boost " and commmend. Students
who seemed chagrined to be known as B. Y. s tu dents, now
sing its praises most loudly , and many of the student s
who completed the fou r years' course are r etu1·ning, and
many others an: making arrangements to r eturn to com­plete
the cou rse now offered in the s tandard r.ormal
school.
The future for the college seem~ bright. rrhe ~ t a t t!
of Kansas has one hundred normal schools. Utah has
three- The B. Y. College, the Uni\re rsity of Utah and the
B. Y. University at Provo. Utah has now 2,400 teache rs .
One-sixth of these retire each year. F'our hundred new
teachers are required in this stat e each year. rr o furnish
our quota of these will r eq uire a very large graduating
class, much larger than we s hall be able to furnish until
our present high school s tud ents become the college
classes.
Let all work unceasi ngly-students, faculty an d
alumni of the College- to have the instttution meet the re­quirements
of the state and communit y and the expec ta­tions
of its most hopeful friends.
The Class of 1911.
The following bel'ame member~ of the A"'l.ioci.ation
in ~lar. JClt I
Louisa Aebischer
Daniel Chester Alle n
Isaac Walter Allen
George Lufkin Barron
Ji;dna May Benson
Joseph A. Burgoyne
f:!; th elyn Burnho1m
Katie L. Cardon
Carl 11. arlson
John W. Carlson
Parley A. Chrio.,tiansen
f+~dwin Harri'i Cutler .
Harold Harris Cutler
Archie Darle}
Clyde J. Daino'
Harriet L. Dunn
Luna F'onne~be ck
J. Voorib Freer
Walter J. Glenn
he!t t}' Ham monel
Leona Hart
Da,•id 0 . Htndrick '
'1ar)' Howell
Olir.r C. Howdl
~lary lone HurrC"n
Ro el Homer Hyde, Jr.
Lol{an. tTt.th
Hunt~willt· . lTtah
Covt•, tTtah
Lo~itn, { Ttah
r.OI('iln, Utah
\Jontpt·lit•r, Jduhp
Rachmnrul, Utuh
He n"'un. t.th
Luc11n, £Tt.dl
Lnf,:'un, Ut.th
Rohan, ldtaho
Shcllt·v. lrlHhu
Sht•llt•L lrluhr•
Wt·ll"'·illt·, lTt.dt
Il\-·tlr Purk, l tah
, Collt·llt', llt.,h
Lo~''"· ( ~ t.th
St. Anthun~ , Jd,tho
L.a. C: ranch·, Orrt:un
Pro\·i rlt•nce. Ut.th
S.dr L.tke Cit}', l't.th
• Lt-wl"'tfln , (Jt.th
l..IJI(an, l't.th
:\l..s.l,ut, Jd.,ho
II~·dc: P.trk, Ut.dt
l!pio l' . .r~. llt•h
15
Ira Hyer .. . . . . . . . . .. Lewiston, Utah
Ora Hyer . . . .... Lewiston , Utah
l\lyrtle Jacq ues . . Logan. Utah
Esther J enkins . . . . .Samaria, Idaho
Marvin Jensen.. . Bear Rive r City, Utah
George A. Johnson. Jr.... . ... L ogan, Utah
William N. Jones . . .. .Ri chmond, Utah
Brigham Jones . . . . . . Malad, Idaho
Ruth M. Jon es. . ...... . . . Wellsville, Utah
Edna C. Jorgenson . . . . . Logan, Ut:lh
Lyman Kidman . . . . . Mendon, Utah
Melvin L eishman .. . . . . Bal<er Ci ty, Oregon
J ames B. Linford ... Logan, Utah
William B. l\'laughan . . ..... Wellsvi lle, Utah
Rey nold C. Merrill . Richmond, Utah
Paul E. Nelson . . . . . . ... Sandy, Utah
Edna ibley... . ... Loga n, Utah
Lillian T. Ostlund . Logan, Utah
Seymou r Joseph Quinney ..
F ern Rawlins .... ... .
llar ene Rawlin s .
Moses R eedel' . .... . .
Alta E . Shurtliff . . . .
Eugene F. Stewart .
L eland Van Orden
Ernest Wangsgaard .
Eddis W. Watkins ..
Joseph P. Welch
.... ... Logan, Utah
. ... Lewiston, Utah
. . Lewiston, Utah
Hyde Park, Utah
. .. . . . Logan, Utah
. Logan, Utah
.. Lewiston. Utah
.. Huntsville, Utah
. . . Mendon, Utah
Paradise, Utah
Jesse T. Wilson ..... .... Hyrum, Utah
Reuben Scott Zimmerman . . .. .. .. Lyman, Id aho
Alumni are urgently reque ted to notify the
Secretary whenever they change their address
or occupation, and to give any other assistance in
keeping the Alumni Directory up to date.

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Vol. X. DECEMBER 1911
ISSUED QUARTERI.Y
BRIGHAM YOUNG COLLEGE
BULLETIN
EDITED BY THE
ALUMNI ASSOCIATION
No. 3 I
Alumni Number
OF THE
BRIGHAM YOUNG COLLEGE
BULLETIN
P UDL JSBB D BY
Brigham Young College
DECEMBER
1911
Organization
'l'he Alu mni As sociation was organized in 1\lay. 1893,
All those who bold di plomas or ce rtificates of g r aduat ion
f rom any of the courses of the college, and those holding
special certificates for wor k completed in the College prior
to 1890. are eligi ble to member s hi p.
The object of t he Associ? tion is to p romot e in e\·ery
proper way the in teres t s of the Coll ege, and to perpetu at e
among the graduates a fe eling of r egard for one another
and of attachment to th e Alma Ma ter.
President
Vice-President
OFFICERS FOR 19 1 1
. . . D. C. J ense n, '02
. . Edith Hill, '10
Se c r~ta r y and Treasurer . . . . ..... .. . . E. J. Norton, '0''
Assi•tant Secretary and Treasurer .John 0. P ete rson, '0" ! .. .. . .. .. ....... J ohn S. Welch. 'O'J
li- d tung Staff { . . . . . . . . . . . . . . . Lavi nia Maugha n. '07
. . . . .• .. . .. . . Wilford ~roses, '06
. lember of Athletic Board . .... . .. W. L. Allred, 'll''
Foreword
The vigorous VV est i~ showing- its vi1·ility in such a
va ri ety of ways th at to old.,. communities it p1· ·s •nts a
moving pi ture of acco mpli shments little short of the mi­raculou
s. But in no direc tion is its pot •nt force •xhiUi t-'
in:,r it stir with lllOI'C commcJHlabil' %e:ll th an in th ' li n \ of
its up-t o-date educa ti onal deve lopm ent. Parti ul arly i~
this tru l: of Utah . whic h has now at t:tincd th · cnvinb lc dis­tin
ction of being one of three s ta tes in th ·Union which has
placed teachin g on a pt·ofessional bas is by ,·equiring a col­lege
educa tion as a preparation fo1· cntran c upon th _. du­ties
of a teacher. With in a f w years, whe n hi g-h sc ho 1
gTac~ uat c s w ho now hold ce rtifi ca t _.s shall hav ci th _.r
pa~sed out of the p1·ofession ot· received coli )I! t1·n inin ,.r,
it will be the 1>roud boast o f Utah th a t a ll he r teac he r s ar •
co llege bred m nand women, with scholasti cout
c hang-ing our Alma Mate1· f1·om a hig-h sc hoo l to a stand­ard
Normal chool, thus g iving it two year s of work f
college g rad e. This is a source of muc h joy and s atisfac.
lion to eve ry alumnus o f th e dear old B. Y. ., and th ·
committee 'LJ>pointed to edit thi s numbe r of the o ll c~re
Bulle tin, th e ,·efo,·e. fe e l justified in ma king this the i>rin ci ­pal
th eme of th e alumni number .
The fi1· s t article which follows was ,:riven by A tt'y A. 1~.
Bowen, a form er President of our association, al a recep­tion
cele brating the opening of the Normal c hool at th •
College last Se ptembe l'. The second arti cle, writt n by
the present head of our associ ation, was i>ul>li s h ·cl in the
October numbe1· of the "C,·im son" of this year.
·w e also take pleas u,·e in publ is hing- t he nam es and
add ,·esses of las t yea,·'s g-raduates of the ollegc, whom
we most hea rtily wel come as fe llow me m bcrs of the Alum­n
i Association.
Our Alma Mater
Bv ATTORNC:Y A. E. Bowc:N. '02.
Ju s t thirt y·three yea rs ago this month the Brig·ham
Young College was fi rst opened to students. An ou tl ine
of the wo1·k th e n offered would doubtless make the pres­ent
day Eighth g rade graduate smile at the suggestion
that that was the work of a college. But it must be ~~e ­membered
that the Brig ham Young Coll ege th e n repr e­se
nte d the high es t educa tional ideal that the community
knew. It s tood, elementary as its work was. for some­thing
above and beyond wha t was to l e found in the ele­mentary
schools. It invited young people here to a train­ing
a little be tt e r th a n was elsewhere ava ilable. It in­spired
them to further ac hi e \•ement.
What was true in th e beginning continu e d to be true
as time advanced. Year by yea r as condition s generally
improved and our elementary schools advanced so th a t
they could do much of the work at first done by the col­lege,
th e college in its turn grew. e liminating what the
grades could do. and kee ping ever a little ahead and in vit­ing
always a little furth e r.
The happy part about it is that as it raised its stand­ard
both as to entrance and graduation req uirements, the
d emands for its advanced work in c rras ed. \Vh e n the
high school was placed upon a four year basis the number
seeking tbat much training was g reater in the ratio of 8 to
l than the number originally demanding o ne year of ele­mentary
training.
Now suppose th e r e had been no Brigham Young Col­lege.
Would there ha\'e been that same advance in desire
for improveme nt? Clearly not. Improvement is like
every thing else; the desire for it bas to be in spired be fore
it can take place, and it tal for the
individual is to put h1m into possession of his own powt!n;,
t o introduce him to him,elf. God gives u' our talents,
but it is left to us t o put them out to usury and increa'c
them. Young people are usually not conscious of their
own powers; th ey do not know their own possibilitic"'i·
The school which does its duty by it• student>, discmer'
to them the dignity of their own being. and day by day
pu t& the m into con ciousness of their own strength. It
7
extends their horizon, gives them bigger vision. and teach­es
them to see the real wod.;: of the world and th eir own
relationship to that work. i\1any a man of eminence has
s tudied long and patiently be fore he has finally discove red
in himself the talent tha t has made him fa mous and us e­ful.
A big, generous training. such as a good school of­fers,
affo rd s the bes t devis ed means of putting one into
the full possession of his powe t·s. .
The school that has bee n the means of developing the
great man, of giving the awakening impulse to a great
life, has justified its own existence. for the life of one great
man is worth more in the world than the cattle on the
thousand bills. The history of th e e poch making pet·iods
in the world's ad\·ancement is th e story of the lives of men
who have dominated those epochs . The King of Fran ce
once said to his ministe r. ''Shall we intedere in the
troubled affairs of England?" "No, sire,'' was th e reply,
'\ve will not int e rfe re in England , for a great man is there
arisen." So, too, it might be said that the periods in the
li\•es of nations that have been shameful and disastrous ,
have been those periods c haracte rized by a poverty of
strong me n. During the middle years of the eig hteenth
century England suffered hu;,iliation and di saste r at
horne and abroad. Then arose William Pitt . the great
Commone r, who led his nation to victory. His name b e ~
ca me a name to conjure with. Its very mention struck
dismay into th e hearts of England's enemies. During the
progress of his triumphs a co ntin ental contemporary e x­claimed:
"England has at length brought forth a man!''
What would be the history of Europe during the early
years of the Nineteenth century if you were to blot out
the life of Napoleon? How could th e re have been a refor­mation
without a Luther? What would have become of
the Re\·olution without our own Washington? If you want
to know bow completely a great life can dominate the
world, change the current of its history , and make all
anew, study deeply the life of the Christ.
None should realize more fully, and none should be
more free to grant the power of the school as a sponsor
s
for real manhood. than those who ha\'e had the ad\'anta­ges
of school trainin g. If they would pay the debt of l!'rat­itude
they owe to the school that has shown them oppor­tunity
and inspired them to rise to their privileges, they
will carry that inspiration to others; they will support the
thing that has given them life; they will seek to perpetu­ate
its existence for the blessing of others. Nations rear
up citizens and in tum demand of them loyal support for
their own perpetuation. ''England," cried Lord Nelson
before the memorable battle of Trafalga, ''expects e\'e,·y
man to do his duty." As alumni. students, and patron-;
of the B1·igham Young ColJege, we owe our institution an
everlasti ng- obligation and she expects every one of us to
do his duty. Our institution has passed th1·ougb many
vicissitudes. 'l"o-day she has tal\en on a new lease of life,
to-day she is begin ning with a new zeal and with augment­ed
possibilities the great work of preparing teachers
whose life's mission it shall be to direct the training of the
youth of our s tate and of some of our sister statelf a teacher. P erhaps no otb e•- cia s of people ha,•e
it so much within their power to make or mar this nation
as do those who as teachers mould its citizens hip. And it
is to prepare those on whom tbia mighty trust is to be re­posed
that our institution now sets out-tru ly a s tup en­dous
task-a task in which she will often. indeed. con­'
tantly need our aid. She has a right to expect that her
alum ni will create and foster in the comm unities where
they go, a hig-her appreciation for life and a desire for its
best fruits. She bas a right to expect us to give her our
support. to contribute to her ~rowth, to influence men of
wealth to build and equip her building ·, to contribute to
her material needs. We are now more than fi"e hundred
'trong. Let us take a firm resolve that as Gocil!'i"es
JS life and strength we will dedicate a portion of it to the
~au be of our Alma :\later.
Brigham Young College Standard
Normal School
Bv P ROF. D. C. J ENSEN. '02.
A Standard Norma l School! What does that mea n?
He re is the way in whi ch the Conference of Inte rstate
Certifi ca tion of T eache r s of the Northwes t ern and West ­ern
states defin e s it: "By a s tandard norm al school is
meant '3 ~chool meeting the following requirements:
I. For e ntrance, four years' work above the eighth
g rade in an accredited secondary school.
II. For graduation th eref rom. two years' addition al
work, including a thoroug h rev iew of the common
branches and training in a practi ce school.
III. 'l"'he maintenance of a well eq uipped training
school for observat ion and pract ice, s uc h school to cover
work in the eieht elementary g rades.
IV. The total attendance in the secondary school
and in the normal school s hall be 216 wee ks above the
eighth g rade; provided, that a ny normal sc hool may ac­cept
satisfac tory credits covering twe nty weeks' worl<
above the eighth grade.
Concerning the matter of interstate certification of
teac he r s , the Utah State Boa rd of Education bas made the
following ruling: "The State Board of Education will ac­cept
c r edits, ce rtificates and diplomas recognized by the
State Boards of Education of other states where the
standard is equal to that of Utah. as agreed upon by the
Confer ence of Inte rstate Certification and as indicat ed by
the National Bureau of Ed ucation.
In add ition to the foregoing, it s hould be not ed th at
10
the state law now requires that applica nt ~ for the state
exami nation for teachers must have had four years of
high school work, and in addition must have had co ll eg~::
courses in psychology and education. while heretofore
district school g raduates might e nt e r the exa mination.
That, howeve r, does not indicate all th a t it meons to
the Brigham You ng College. It mean the de,•elopment
and maintenance of higher id eals and nobler aspirations.
It mea n s new li fe and vigor after two years of depress ion.
It means r enewed hopes to students and faculty, and to
all f ri ends of the institution.
Already the very atmosphere about the college
campus gives unmistakable evide nce of an exhil arati ng,
reju \•enating effec t. '"'rhe clouds of night's darkness are
fleeing away,'' and th e change give f3 ir promise of an
e ndl ess day for the college. And day means progress
and progress means happin es~.
It means that the college now has a distinctive fi eld in
which to operate and to ma ke itself indispensable.
I-Ie retofore we have been somewhat at sea a· to wh e re
our best effo rts should be concentrated. While the col­lege
will continue to offer excellent high ·c hool courses in
bu siness and commerce, domes tic arts and science,
mechanic arts and preparatory engineering and general
high school work, its distin c tive fii e ld he reafte r will
be the preparation of teachers. Our· normal graduates
ha\•e alway been in great demand. H eretofore they have
completed a course in four years; hereafte r all the strictly
nonnal or professional work will be of college grade, .. nd
will be open only to those who have completed four years
of high school work. With two years of professional
training added to a four-year high school course. our
gradua tes will find a hearty welcome in the public school>
of a ny and all of our \Veqern >tales.
While we do no t desire to empha,ize the !>alary side
of teaching, for "man !>hall not live by bread alone.'' and
the teacher's profes,ion is highe r than that of money
making, there are even rn that line far brighter prospect'
now than formerly for the teac he r who prepares himself
11
thorollghly for his work. State St~ per int e nd e nt Nelson has
recommended to s~hool boards th a t a differe nce of twenty
dollar-.; a month be mad e in favo r of begin nin g teac hers
who have completed a standard no rmal course as agai ns t
those who han! me r el y g·one far enough to pass the state
examinatio n. T'h1s will tend to raise t he standard.
It mean s , th e r e for e, th a t we sh,
teac he r s who have had a thorough preparation for the
work, and th es e we shall be in a position to supply. 'l'hat
is, we s hall be able to s uppl y a few, not as many as will
be d emand ed; for our graduati ng c lass each yea r wo11ld
have to number ove r a hundred, so great i the demand .
Bt!t as the work of th e teacher assumes more and mo1·e
t he dignity of a profession, it will appeal rn o r e and more
to you ng people of high ideals who feel that th eir lives
must not detract from, but must add to, the glo r y of God
and th e welfare of mankind.
It mea ns hi g he r ideals, fot- teachers ·mus t feel that
while it is permissible to seek fo r office, to make money.
to win popularity or to gain reputation, these are not ulti­mate
aim s in life, but must eve r be cons id e r ed of less im·
portance th a n the building of c ha r ac t e r and the d e velop­ment
of . lofty ideals in the mind s of th e ir pupils. The
teacher who would make money or po~ition the ultimate
end , for the sake of which he would neglect the good o f
his stud ents, identifies himself with the typical modern
12
idolator and thereby disqualifies himself as a teacher, for
"a is the teacher, so is the school." Pupils unconscious­ly
grow like th ei r tutors, they of necessity must absorb
their ideas and ideals and make them part of their li,·es,
and we are already too sorely afflicted with the worship of
gold to permit the idolator to fasten his curse upon the
coming age.
'l'he teacher whose after·scbool cog-itations run along
the lines ot wishing for a more lu c rati,·e position, a finer
house, a bigger bank account, a more exalted social sta­tion,
should fast be giving way to him whose desire is for
more righteousness of purpo e. more kindliness of spirit.
more genuine love for humanity and especially fur the
students unde r his care. After these latter things does
the genuine teacher truly hunger and thirst. ro one can
be a tru e teache r and Io,·e only his miserable little selt.
He must, in e,·ery fiber of his being, love God and his
fellow-men if be would point the young mind in the direc­tion
of future progress of the race. For "if the individual
is complete in himself; with no God above who cares. no
Christ who would be grieved, no spi1·it of love to re­proach,
no rights of universal brotherhood and sisterhood
to be sensitively respected and chivalrously maintained,' '
then indeed bas he failed to spell the secret of man's pro­gress
since the Master pointed the way of life.
But to revert to our o1·iginal question, what does this
concession to the college mean? · In addition to the points
already noted, it means a renewed declaration of allegiance
of all former students to their Alma Mater. For a time
after the college work was removed, many of the Alumni
members especially were unable to conceal their disap­pointment
and utter disapproval of the step taken. It
seemed wholly reactionary and retrogressive. Some felt.
however, that the college was merely in a state of transi­tion
and that its proper sphere of activity and usefulness
would develop as a matter of course, that its future growth
and progress were by no means doubtful. This conces­sion
on the part of the Church authorities opens up visions
of future possibilities of progress so great and, withal, so
13
promisint.:", that all former s tudents and teache r!) a r c glad
not only to renew th ei r allegiance to the College. but to
lend their ~ upport, both moral and financial, to the insti­tution
's growth and d evelopment. 'The sentim ent of the
people as a whole seems to have unde rgone a compl et e
change. 'l'wo years ago when studen t s and faculty went
out to bid for students and talk up the college it was like
"batting" one's head against a s tone wall. 'l 'o·day the
whole attitude has c hang-ed. People who refused to li sten
then, now anxiously inquire. Those who "knocked " and
complained th en, now ·~boost " and commmend. Students
who seemed chagrined to be known as B. Y. s tu dents, now
sing its praises most loudly , and many of the student s
who completed the fou r years' course are r etu1·ning, and
many others an: making arrangements to r eturn to com­plete
the cou rse now offered in the s tandard r.ormal
school.
The future for the college seem~ bright. rrhe ~ t a t t!
of Kansas has one hundred normal schools. Utah has
three- The B. Y. College, the Uni\re rsity of Utah and the
B. Y. University at Provo. Utah has now 2,400 teache rs .
One-sixth of these retire each year. F'our hundred new
teachers are required in this stat e each year. rr o furnish
our quota of these will r eq uire a very large graduating
class, much larger than we s hall be able to furnish until
our present high school s tud ents become the college
classes.
Let all work unceasi ngly-students, faculty an d
alumni of the College- to have the instttution meet the re­quirements
of the state and communit y and the expec ta­tions
of its most hopeful friends.
The Class of 1911.
The following bel'ame member~ of the A"'l.ioci.ation
in ~lar. JClt I
Louisa Aebischer
Daniel Chester Alle n
Isaac Walter Allen
George Lufkin Barron
Ji;dna May Benson
Joseph A. Burgoyne
f:!; th elyn Burnho1m
Katie L. Cardon
Carl 11. arlson
John W. Carlson
Parley A. Chrio.,tiansen
f+~dwin Harri'i Cutler .
Harold Harris Cutler
Archie Darle}
Clyde J. Daino'
Harriet L. Dunn
Luna F'onne~be ck
J. Voorib Freer
Walter J. Glenn
he!t t}' Ham monel
Leona Hart
Da,•id 0 . Htndrick '
'1ar)' Howell
Olir.r C. Howdl
~lary lone HurrC"n
Ro el Homer Hyde, Jr.
Lol{an. tTt.th
Hunt~willt· . lTtah
Covt•, tTtah
Lo~itn, { Ttah
r.OI('iln, Utah
\Jontpt·lit•r, Jduhp
Rachmnrul, Utuh
He n"'un. t.th
Luc11n, £Tt.dl
Lnf,:'un, Ut.th
Rohan, ldtaho
Shcllt·v. lrlHhu
Sht•llt•L lrluhr•
Wt·ll"'·illt·, lTt.dt
Il\-·tlr Purk, l tah
, Collt·llt', llt.,h
Lo~''"· ( ~ t.th
St. Anthun~ , Jd,tho
L.a. C: ranch·, Orrt:un
Pro\·i rlt•nce. Ut.th
S.dr L.tke Cit}', l't.th
• Lt-wl"'tfln , (Jt.th
l..IJI(an, l't.th
:\l..s.l,ut, Jd.,ho
II~·dc: P.trk, Ut.dt
l!pio l' . .r~. llt•h
15
Ira Hyer .. . . . . . . . . .. Lewiston, Utah
Ora Hyer . . . .... Lewiston , Utah
l\lyrtle Jacq ues . . Logan. Utah
Esther J enkins . . . . .Samaria, Idaho
Marvin Jensen.. . Bear Rive r City, Utah
George A. Johnson. Jr.... . ... L ogan, Utah
William N. Jones . . .. .Ri chmond, Utah
Brigham Jones . . . . . . Malad, Idaho
Ruth M. Jon es. . ...... . . . Wellsville, Utah
Edna C. Jorgenson . . . . . Logan, Ut:lh
Lyman Kidman . . . . . Mendon, Utah
Melvin L eishman .. . . . . Bal